Showing posts with label Mindfulness in Schools. Show all posts
Showing posts with label Mindfulness in Schools. Show all posts

Friday, October 23, 2015

MINDFULNESS IS AN ALL-PARTY AFFAIR

Despite a few sceptical and very negative party poopers and detractors around the globe, mindfulness has well and truly come of age, proved itself, and received formal recognition both in the halls of medicine and in the corridors of power.

On 20 October 2015 the United Kingdom became the first country in the world to publish an all-party parliamentary report on mindfulness.

The Mindful Nation UK report is the result of a 12-month inquiry by the All-Party Parliamentary Group on Mindfulness into how mindfulness training can benefit UK services and institutions.

The report's recommendations include: (i) commissioning mindfulness-based cognitive therapy (MBCT) in the NHS for the 580,000 adults at risk of recurrent depression each year, in line with National Institute For Health and Care Excellence (NICE) guidelines; (ii) creating three mindfulness Teaching Schools (to be selected by the Department of Education) to pioneer mindfulness teaching in schools; (iii) training government staff in mindfulness, especially in the health, education and criminal justice sectors; and (iv) researching the use of mindfulness training for offender populations in the criminal justice system.

Jenny Edwards CBE FRSA, Chief Executive of the Mental Health Foundation said:

'The Mindful Nation UK report comes at a pivotal time for mindfulness and for action on mental health. The evidence tells us that, properly taught, the practice of mindfulness helps many people maintain good mental health and to sustain recovery after illness.

'At the same time the pressure on mental health crisis services has never been more intense. We know that three quarters of people with mental health problems do not receive care and treatment.

'We need to give serious consideration to the role mindfulness can play in helping to reduce the chances of experiencing mental health problems and to ensure that it becomes available to the communities who have the greatest risks. This has important implications for public policy. We are delighted to see a cross party consensus emerging that it is time for a fresh approach at a national level.'

I am pleased that there are now companies in various countries that are dedicated to promoting mindfulness in the workplace and offer executive coaching and ethical recruitment solutions based on mindfulness and ethical management principles to sustainable businesses and projects. Unlike the mercenary 'big-end-of-town' companies, these companies don't only care about the 'bottom line'. They genuinely care about the welfare of people as well. They are truly compassionate. And I know this to be true---you can be compassionate and efficient and effective as well.





Sunday, August 4, 2013

MINDFULNESS IN SCHOOLS WORKS WONDERS

It has been well-known for many years that mindfulness-based approaches for adults are effective at enhancing mental health, but few controlled trials have evaluated their effectiveness among young people.

The aim of a recent British study, reported in the August 2013 edition of the British Journal of Psychiatry, was to assess the acceptability and efficacy of a schools-based universal mindfulness intervention---known as the Mindfulness in Schools Programme (MiSP)---to enhance mental health and well-being.

The MiSP curriculum’s primary aim is to teach young people skills to work with mental states, everyday life and stressors so as to cultivate well-being and promote mental health. One of the strengths of the study was the choice of a follow-up period in the most stressful part of the school year to test whether the MiSP curriculum conferred protection as evidenced through less self- reported stress and greater well-being.

A total of 522 young people aged 12-16 in 12 secondary schools either participated in the MiSP (intervention), which has been operating in the United Kingdom for some time now, or took part in the usual school curriculum (control).

The results of the study were more than acceptable, even allowing for the fact that the study had several limitations noted in the report. Rates of acceptability were high. Relative to the controls, and after adjusting for baseline imbalances, children who participated in the intervention reported fewer depressive symptoms post-treatment (P = 0.004) and at follow-up (P = 0.005) and lower stress (P = 0.05) and greater well-being (P = 0.05) at follow-up. The degree to which students in the intervention group practised the mindfulness skills was associated with better well-being (P<0.001) and less stress (P = 0.03) at 3-month follow-up.

The findings provide promising evidence of the programme’s acceptability and efficacy, with the authors concluding:
'In summary, although schools-based interventions can sometimes be implemented as a result of short-term policy drivers or charismatic innovators, interventions that demonstrate acceptability, efficacy, cost-effectiveness and potential for implementation are most likely to be sustainable. This feasibility study is the first step towards evaluating the MiSP curriculum and provides preliminary evidence of acceptability and efficacy.'


Resource: Kuyken W, Weare K, Ukoumunne O C, Vicary R, Motton N, Burnett R, Cullen C, Hennelly S, and Huppert, F. ‘Effectiveness of the Mindfulness in SchoolsProgramme: non-randomised controlled feasibility study,’ British Journal of Psychiatry (2013) vol 203, issue 2 (August), 126–131. doi: 10.1192/bjp.bp.113.126649


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